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The objective of this research was to explore and describe core competencies necessary for a managerial psycho-educational training programme for business team coaches. The total number of participants in this qualitative research was 30. A purposive and snowball sampling strategy was used. Triangulation was achieved through focus groups, in-depth individual interviews and naïve sketches. Data were analysed through an open inductive approach and descriptive analysis. The results describe core competencies of a business team coach as situated within an Outcomes Based Education framework and relate to the knowledge to be discovered, skills to be mastered and the attitudes to be formed during a managerial psycho-educational training programme.

This study investigated lived experiences of student nurses working in a clinical psychiatric learning environment in South Africa. Participants were 29 fourth-year student nurses in the clinical psychiatric learning environment at a nursing education institution (females = 27; males =2). They engaged in focus group discussion on their experiences of the clinical psychiatric learning environment. The data were thematically analyzed using Tesch's method of open coding. The student nurses experienced the environment as growth enhancing on a professional and personal level.

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Orientation: Although it is believed that business coaching provides a positive intervention in building and supporting management capability, there has been little empirical research into the frameworks that could be applied in business coach training in the South African context.Purpose: The purpose of this study was to explore and describe an emerging conceptual framework for business coach training programmes.Motivation of the study: An empirical void existed in coach training pedagogy with regard to business coach training programmes.Research design, approach and method: A qualitative, design was used to describe and understand the needs of business coaching stakeholders. Data were collected by means of focus groups, individual interviews and naïve sketches from business coach stakeholders such as the purchasers of coaching, coach educators, coachees (n = 30). Data were analysed using a thematic approach.Main findings: The findings were conceptualised and described in terms of the business coach educator as a role model and facilitator of learning, the business coach learner as an adult learner and the educational context. An appreciative environment was recommended. The procedure suggested a progressive broadening of knowledge and skills in an outcomes-based education model. The outcome envisioned a competent business coach who practises both ethically and competently.Practical/managerial implications: A key prerequisite for the future of business coach training programmes should be a coaching curriculum that is embedded in empirical research, with well-defined theoretical frameworks that guide coaching training and practice.Contribution/value-add: An emerging conceptual framework for business coach training programmes was described that could stimulate debate on what should matter in business coach training.

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